Titlebook: English Medium Instruction in Higher Education in Asia-Pacific; From Policy to Pedag Ben Fenton-Smith,Pamela Humphreys,Ian Walkinshaw Book

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https://doi.org/10.1057/9780230114722. Finally, the chapter looks at one project that successfully supported students’ English language and literacy skills as an example of how some of the issues discussed in this paper may be redressed. In summary, this paper critically analyses the status and use of EMI in HE in Pakistan and suggests

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https://doi.org/10.1057/978-1-137-49466-5apter provides evidence that language improvement is not guaranteed over the course of an undergraduate degree program even in Anglophone contexts, and cautions higher education institutions (HEIs) against complacency. It concludes with implications and suggestions, particularly for HEIs in Anglopho

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MIRE

https://doi.org/10.1057/9780230118621titive on the world stage. Despite the official policy on EMI throughout education in Singapore, from a sociolinguistic perspective it is also important to consider the wider multilingual ecology of the Singapore society, and the often complex multilingual worlds of university students, which are ch

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AMBI

https://doi.org/10.1007/978-3-642-02450-4artly accurate: content was construed by the leading teachers as primarily “life skills” (Literature Studies) and “language for social life” (Global Studies). Despite the differences amongst the various subjects in the EMI curriculum, their assessment practices conformed strongly to the institutiona

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The Menstrual Cycle and Its Disorderse data describes the challenges that academic staff experience in constructing their preferred identities in an EMI environment and how they negotiated such challenges. Implications for policymakers wishing to support the identity construction of academic staff at EMI tertiary institutions throughou

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https://doi.org/10.1007/978-3-319-12265-6nstruction (EMI) at an Australian university. In this study, an approach that builds on each student’s bilingualism or multilingualism through practices of translanguaging is documented. We report on diagnostic coding and analysis of written assignments of students whose primary language is Chinese.

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